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The impact of China's “Double Reduction” policy on primary school students' subjective well-being and academic achievement

Datos Bibliográficos

ID6429398
AutoresJinyan Zhou (0000-0002-1707-0385), Aiai Fan
Año2025
Volumen117
Páginas103321-103321
Fecha de publicación2025-06-11
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Educational Development (JOURNAL)
Identificadores de la revistaISSN: 0738-0593 • E-ISSN: 1873-4871
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.ijedudev.2025.103321
OpenAlexW4411198694
IdiomaEN
Citas recibidas1
Referencias citadas29

Academic achievement · China · Mathematics education · Physics · Political science · Primary (astronomy · Reduction (mathematics · Global Educational Reforms and Inequalities · Grit, Self-Efficacy, and Motivation · Law · Mathematics · Psychology · Youth Substance Use and School Attendance

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    Open Access•Pingping Gui, Gazi Mahabubul Alam•Education and Urban Society•2026

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  • Is There a trade-off Between Achievement and Wellbeing in Education Systems? New cross-country Evidence

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  • Measuring Subjective Wellbeing

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Obras citantes distintas1
Citas por año1
Intervalo de citas2026 - 2026 (1)
Velocidad de citacióncurrent
Altamente citadoNo
Tipos de citaNeutras: 1
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